Download Verbs Tener, Comer, Estar and Hay

Food Vocabulary
Verbs Tener,
Comer, Estar and Hay
Lesson Plan
Learn the food vocabulary.
Use the verbs TENER, COMER, ESTAR
and HAY to talk about food.
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Learn the food vocabulary.
Use the verbs TENER, COMER, ESTAR and HAY to talk about food.
(English version)
Objectives
● By the end of this activity, the students will have learned the food vocabulary and used the verbs tener,
comer, estar and hay to talk about them.
Activity Summary
While reviewing a series of videos, students will take note of the food they see and hear. Then, the verbs
tener, comer, estar and hay will be presented or reviewed in this context. Finally, they will apply what they have
learned this and in previous lessons to improvise a dialogue in pairs of students.
Time Allocation
40-50 minutes
Procedure
- Activity 1 - Introduction – Presenting the food vocabulary
a. In a previous class, the teacher assigns the students as homework to watch the following video: La
comida. Nivel A1 (https://youtu.be/9XvSK0N4Cvg) and asks them to write in English as many food
names as they understand on Handout 1. The teacher explains that they will watch a video completely
in Spanish with no subtitles. The students should focus on understanding the food vocabulary they hear
and match it with the images they see in order to write the English translation.
b. In this class, the teacher shows the video a second time and presents the vocabulary. The Handout 1
is discussed and corrected.
c. Divide the class in five groups and distribute the Handout 2. Assign one of the following videos to each
group:
 Precios de canasta básica se mantienen estables (https://youtu.be/660zV1JRM50)
 Precios de Canasta Básica sin muchos cambios (https://youtu.be/PU0GORXhEFo)
 Principales alimentos de la Canasta Básica mantienen sus precios luego de Semana Santa
(https://youtu.be/qZeT7L5s2hY)
 Llegada del Invierno trae rebajas en precios (https://youtu.be/tjTK30_QqyE)
 Huevo y algunos productos perecederos bajan de precio (https://youtu.be/NHFsfJVPn8Q)
 Frijoles y tomate incrementan de precio en mercados capitalinos
(https://youtu.be/RUWCLQmFh8U)
 Precios estables en los mercados (https://youtu.be/6XP8w_IPZD0)
 Mercado Roberto Huembes con precios especiales los fines de semana
(https://youtu.be/ZIv9sAVnls8)
Explain that they will watch an authentic news report that takes place at a farmers market in Nicaragua
where the prices of the basic food basket are reported. Ask and discuss with the students: What’s the
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meaning of a ‘basic food basket? What do they think are the products that form the basic food basket in
the United States?
With these videos, the students will learn the name of the Nicaraguan currency (córdoba), they will hear
numbers in Spanish, see a farmer’s market, etc. The teacher explains that they should not worry about
understanding everything that is said in Spanish. The objective is to write all the food they see and
hear in the video. Each group member should separately take notes in their notebooks of what they
see and hear. Then, everyone will share their list and create one single final list on the Handout 2, part
1. The Handout 3 includes a list of all the food names mentioned in each video.
d. Once the food vocabulary practice is over, proceed to present the use of the verbs tener, comer and
estar to talk about food. The teacher uses the presentation La comida to review and present the verb
conjugations. The students take notes and complete the conjugation chart on the Handout 2, part 2.
 ¿Qué comes? – The teacher reviews the conjugation of the verb comer (since the students
already learned it in the regular infinitive verbs –AR –ER –IR conjugation lesson).
 Tengo hambre / Tengo Sed. – When do we use these expressions? The teacher presents the
conjugation of the irregular verb tener.
 The teacher also reviews the conjugation of the verb estar and presents the expressions: está
caliente, está frío, está salado, está dulce, está rico, está delicioso, está muy sabroso, etc.
e. The teacher shows the video El Mercado: Verbo HAY y Vocabulario de Frutas y Vegetales
(https://www.powtoon.com/c/b041N4LGUt1/2/m) to present the expressions hay and no hay. The
students again take notes on the Handout 1 of the food vocabulary mentioned in this second video.
f.
-
Now the teacher continues with the presentation to do a practice of the verbs and the vocabulary of all
the videos. The students see some images and create sentences with the verbs by answering the
teacher’s questions (see the notes section of each slide). For example:
 La leche está fría.
 La sopa está caliente.
 Ella come frutas.
Activity 2 – Food vocabulary and verbs comer, tener, estar and hay oral practice
a. Improvised conversation. The teacher prints some supermarket flyers. We recommend to use the
bilingual flyers from Miami, Florida:
 Supermercados Sedano’s - http://www.allweeklyads.com/sedanos-weekly-ad/
 Winn Dixie (Use Miami’s zip code 33131 to get the bilingual flyer) https://www.winndixie.com/weeklyad
 Presidente Supermarket - http://presidentesupermarkets.com/weekly-promotions/#
 Publix Miami http://weeklyad.publix.com/PublixSpanish/BrowseByPage?storeid=2602580&promotionid=1
25480&promotionviewmode=1&pagenumber=1&listingid=0#PageNumber=1
The class is divided in pairs of students, hand out a couple of copies of the flyers and two
envelopes. The students identify 6 fruits, vegetables, meats, etc. that they learned in the videos ,
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they cut and put them inside an envelope. The teacher collects the envelopes and writes the
following guidelines on the board that summarize what they have learned in previous lessons:
 me gusta / no me gusta
 hay / no hay
 tener hambre / tener sed
 está
 comer
 comprar
The teacher hands out one envelope randomly. Each pair of students has to improvise a 1-2
minutes conversation using the food from the envelope and the guidelines on the board. In addition
to the guidelines, they should adequately use greetings, definite/indefinite articles and question
formation in Spanish. For example:
- Hola, ¿Cómo estás?
- Tengo hambre. ¿Quieres comer (use an image from the envelope)?
- No me gusta __________. Yo quiero comer (use an image from the envelope).
- Yo compro (use an image from the envelope) y tú compras (use an image from the
envelope).
- Hay (use an image from the envelope) en el mercado. ¿A cuánto está (use an image
from the envelope)?
- Está a (say the price).
b. Riddles (Optional): The students play riddles. Still with their partners, they write a riddle about a
food and say it in front of the class to see if the rest of the students know what the food is. For
example: Todas las mañanas tomo jugo de esta fruta. Es redonda y está dulce. (La naranja)
Suggested evaluation method
It is advisable to have a rubric to assess speaking activities in which it should be clear to students how to move
from one level to the next. A rubric indicating how a student is Meeting, Exceeding or not Meeting Expectations
is the most useful. The suggested “Speaking Production Rubric” can be used (Handout 4).
Materials
Videos:
1.
2.
3.
4.
La comida. Nivel A1 (https://youtu.be/9XvSK0N4Cvg)
Precios de canasta básica se mantienen estables (https://youtu.be/660zV1JRM50)
Precios de Canasta Básica sin muchos cambios (https://youtu.be/PU0GORXhEFo)
Principales alimentos de la Canasta Básica mantienen sus precios luego de Semana Santa
(https://youtu.be/qZeT7L5s2hY)
5. Llegada del Invierno trae rebajas en precios (https://youtu.be/tjTK30_QqyE)
6. Huevo y algunos productos perecederos bajan de precio (https://youtu.be/NHFsfJVPn8Q)
7. Frijoles y tomate incrementan de precio en mercados capitalinos
(https://youtu.be/RUWCLQmFh8U)
8. Precios estables en los mercados (https://youtu.be/6XP8w_IPZD0)
9. Mercado Roberto Huembes con precios especiales los fines de semana
(https://youtu.be/ZIv9sAVnls8)
10. El Mercado: Verbo HAY y Vocabulario de Frutas y Vegetales
(https://www.powtoon.com/c/b041N4LGUt1/2/m)
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Handouts:
In the following pages you will find the below list of handouts ready to print:
HANDOUT 1: Food Vocabulary (pages 7-8)
HANDOUT 2: The Farmer’s Market in Nicaragua / Verbs comer, tener, estar
(pages 9-10)
HANDOUT 3: Foods mentioned in each farmer’s market video from Nicaragua (page 11)
HANDOUT 4: Speaking Production Rubric (page 12)
Others:
La comida Presentation
Envelopes
Scissors
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HANDOUTS
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Name: __________________________________
______________
Food vocabulary
Homework: Watch the video La comida. Nivel A1 (https://youtu.be/9XvSK0N4Cvg). Listen carefully to the
foods mentioned in Spanish. Match each food you hear with the image shown on screen to write the English
translation for each one in Part 1.
LISTEN IN SPANISH
(PART 1)
LOOK AND TRANSLATE
TO ENGLISH
LISTEN IN SPANISH
(PART 2)
manzana
cocos
naranja
plátanos
lechuga
guineos
pescado
mangó
yogur
aguacate
queso
calabazas
huevo
viandas
leche
papa
jamón
malanga
carne
yuca
pollo
papayas
agua
piñas
zumo / jugo
limones
vino
melones
cerveza
guanábana
café
pana
té
manzana
pan
naranja
cereales
caña de azúcar
arroz
sábila
pasta
pimiento
legumbres
ajíes picantes
patatas
berenjena
chocolate
cebollas
azúcar
tomates
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LOOK AND TRANSLATE
TO ENGLISH
Nombre: ANSWERS
______________
Food vocabulary
Homework: Watch the video La comida. Nivel A1 (https://youtu.be/9XvSK0N4Cvg). Listen carefully to the
foods mentioned in Spanish. Match each food you hear with the image shown on screen to write the English
translation for each one in Part 1.
LISTEN IN SPANISH
(PART 1)
LOOK AND TRANSLATE
TO ENGLISH
LISTEN IN SPANISH
(PART 2)
LOOK AND TRANSLATE
TO ENGLISH
manzana
apples
cocos
coconuts
naranja
oranges
plátanos
plantains
lechuga
lettuce
guineos
bananas
pescado
fish
mangó
mango
yogur
yogurt
aguacate
avocado
queso
cheese
calabazas
pumpkins
huevo
egg
viandas
tubers
leche
milk
papa
potato
jamón
ham
malanga
malanga
carne
meat
yuca
yucca
pollo
chicken
papayas
papayas
agua
water
piñas
pineapples
zumo / jugo
juice
limones
lemons
vino
wine
melones
watermelons
cerveza
beer
guanábana
soursop
café
coffee
pana
breadfruit
té
tea
manzana
apples
pan
bread
naranja
oranges
cereales
cereal
caña de azúcar
sugar cane
arroz
rice
sábila
aloe vera
pasta
pasta
pimiento
pepper
legumbres
beans
ajíes picantes
hot peppers
patatas
potatoes
berenjena
eggplant
chocolate
chocolate
cebollas
onions
azúcar
sugar
tomates
tomatoes
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Names: __________________________________
______________
The Farmer’s Market in Nicaragua / Verbs comer, tener, estar
Part 1. In groups: Make a list of all the foods you see and hear in the farmer’s market
video #_____ from Nicaragua. Share your list with your group and together build a final
list. Discuss and analyze in Spanish: What are the foods that form Nicaragua’s basic
food basket?
Nicaragua’s Basic Food Basket:
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
Discuss in Spanish: How it compares to the basic food basket from the United States? What do you
think about the farmer’s market?
________________________________________________________________________________________
Part 2. Take notes on the conjugation of the following verbs:
COMER
YO
TÚ
ÉL / ELLA / USTED
NOSOTROS
VOSOTROS
ELLOS / ELLAS /
USTEDES
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TENER
ESTAR
Names: __________________________________
______________
The Farmer’s Market in Nicaragua / Verbs comer, tener, estar
Part 1. In groups: Make a list of all the foods you see and hear in the farmer’s market
video #_____ from Nicaragua. Share your list with your group and together built a final
list. Discuss and analyze in Spanish: What are the foods that forms Nicaragua’s basic
food basket?
Nicaragua’s Basic Food Basket:
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
______________________
Discuss in Spanish: How it compares to the basic food basket from the United States? What do you
think about the farmer’s market?
________________________________________________________________________________________
Part 2. Take notes on the conjugation of the following verbs:
COMER
TENER
ESTAR
YO
como
tengo
estoy
TÚ
comes
tienes
estás
ÉL / ELLA / USTED
come
tiene
está
NOSOTROS
comemos
tenemos
estamos
VOSOTROS
coméis
tenéis
estáis
ELLOS / ELLAS /
USTEDES
comen
tienen
están
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Foods mentioned in each farmer’s market video from Nicaragua
VIDEO 1
Precios de
canasta
básica se
mantienen
estables
(https://you
tu.be/660zV
1JRM50)
VIDEO 2
Precios de
Canasta
Básica sin
muchos
cambios
(https://yout
u.be/PU0GO
RXhEFo)
arroz
frijoles / frijol
azúcar
aceite
verduras
zanahoria
cebolla
papa
tomate
chiltoma
(pimiento
verde)
naranja
papaya
huevos
queso
huevo
pollo
carne (de
res)
verduras
lechuga
tomate
zanahoria
arroz
aceite
azúcar
frijol
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VIDEO 3
Principales
alimentos
de la
Canasta
Básica
mantienen
sus precios
luego de
Semana
Santa
(https://you
tu.be/qZeT7
L5s2hY)
arroz
azúcar
frijol
aceite
zanahoria
ajo (not
mentined)
tomate
chiltoma
(pimiento
verde)
chayote
repollo
pepino
cebolla
papas
piña (not
mentioned)
carne (de
res)
carne (de
cerdo)
queso
huevo
aguacate
VIDEO 4
Llegada del
Invierno
trae
rebajas en
precios
(https://you
tu.be/tjTK3
0_QqyE)
VIDEO 5
Huevo y
algunos
productos
perecedero
s bajan de
precio
(https://yout
u.be/NHFsf
JVPn8Q)
VIDEO 6
Frijoles y
tomate
incrementan
de precio en
mercados
capitalinos
(https://yout
u.be/RUWCL
QmFh8U)
VIDEO 7
Precios
estables en
los
mercados
(https://you
tu.be/6XP8
w_IPZD0)
VIDEO 8
Mercado
Roberto
Huembes
con
precios
especiales
los fines
de semana
(https://you
tu.be/ZIv9s
AVnls8)
frutas
verduras
mango
mamón
pitaya
(dragon
fruit)
limón
frijol
queso
leche (not
mentioned)
piña
sandías
aceite
arroz
frijol
maíz
trigo
carne
pollo
queso
huevo
tomate
papa
cebolla
chayote
frijoles
aceite
azúcar
huevo
verduras
tomate
chiltoma
(pimiento
verde)
papa
cebolla
repollo
arroz
frijoles
aceite
pollo
carnes
queso
verduras
cebolla
tomate
zanahoria
pipián (tipo
de calabaza)
chayote
plátano
huevo
carne
pollo
aceite
arroz
frijol
azúcar
huevo
zanahoria
(not
mentioned)
cebolla
chiltoma
(pimiento
verde)
yuca
aguacate
RUBRIC FOR AN IMPROVISED CONVERSATION ABOUT FOOD
Name(s): _______________________________
Criteria
NE
ME
EE
Comprehensibility
I make myself understood but with
difficulty. I must repeat or rephrase
often.
Most of what I say in Spanish is
easily understood by my teacher
and peers.
Use of vocab
I use some of the target vocabulary
accurately.
I am confident using the target
vocabulary accurately.
Use of language
I can provide basic information using
single words and English.
I can provide simple sentences
without the use of English.
NE = Not Meeting Expectations | ME = Meeting Expectations | EE = Exceeding Expectations
Notes:
RUBRIC FOR AN IMPROVISED CONVERSATION ABOUT FOOD
Name(s): _______________________________
Criteria
NE
ME
EE
Comprehensibility
I make myself understood but with
difficulty. I must repeat or rephrase
often.
Most of what I say in Spanish is
easily understood by my teacher
and peers.
Use of vocab
I use some of the target vocabulary
accurately.
I am confident using the target
vocabulary accurately.
Use of language
I can provide basic information using
single words and English.
I can provide simple sentences
without the use of English.
NE = Not Meeting Expectations | ME = Meeting Expectations | EE = Exceeding Expectations
Notes:
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